TRiO Writing 2

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E-Mail

Please send me an E-mail if you have any paper questions:

chad.t.p@gmail.com

Or send an Engrade message if you feel that is easier.

I will be able to look at individual paragraphs if you need me to, but entire essays are a no go.

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Homework 6/28

Read Part-Time Indian to page 100.

Being that this is the weekend, and we are going to be finishing the book next week, I would encourage you to read ahead.

Thanks, and have a great weekend!

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Homework 6/11

Write about a favorite book and why you liked it:

-Connect it to your life

- Can you relate with the themes/characters/language?

- What makes you like it?

Write for 20 minutes.

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Syllabus

TRiO Upward Bound Writing
English 2
Mr. Patton

Course Description

Where did American Literature come from? Where is it now? In this class we will discover the roots of American literature. For the most part, we will be looking at the writings that are centered around relationships between Native Americans and Puritans. We will continue our research with texts from many different voices explaining what it means to be an American, or what it means to not be an American. The culmination of this class will bring us to a present-day novel documenting the life of a Native American during our present time as well as an evaluation of our Puritanical roots. Needless to say, I am excited to embark on this journey through American literature with all of you.

Course Materials

·         A notebook

·         Tumblr blog

·         Gmail

·         A book for your book cub

Reading List

·         The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

·         “Upon the Burning of Our House” Anne Bradstreet (http://www.puritansermons.com/poetry/anne13.htm)

·         Narrative of Captivity by Mary Rowlandson (http://www.gutenberg.org/files/851/851-h/851-h.htm)

·         “Sinners in the Hands of an Angry God” By Jonathan Edwards

·         “The Indian Burying Ground” by Phillip Freneau

·         “A Good Man is Hard to Find” by Flannery O’Connor

·         “The Minister’s Black Veil” By Nathaniel Hawthorne

 

Grading:

A             100-95%
A-           94-90%
B+           89-87%
B             86-84%
B-            83-80%
C+           79-77%
C             76-74%
C-            73-70%
D+          69-67%
D             66-64%
D-           63-60%
E              59% and below

Rules/Procedures:

-          I have one rule: Do nothing to prevent our environment of learning and teaching. This is an all-encompassing rule that covers my expectations as well as those of TRiO Upward Bound. For example: going on Facebook will prevent the creation of our desired environment, using cell phones will do the same as well as dressing inappropriately (which, in my belief, distracts people based on preoccupations of what is being worn rather than what is not being worn).

-          Along with this rule, I have certain procedures that help in employment:

1.       Be to class on time. If you are not in your seat and ready to learn by the time class starts, you will be sent to EST.

2.       Homework should be turned in on time (no exceptions unless prior approval has been given – which is to say that you have put some foresight into why it is necessary for you to turn your homework in late and, while I might applaud the story you may or may not have made up, I will mostly applaud the fact that you have planned for your future rather than your past).

3.       All homework involving paper will be passed to me instead of walked to me.

4.       Conversation within the class is expected. Without conversation, there would be no literature. Understandably, the author/writer/artist is mute in terms of audible voice, which makes it our jobs to bring voice to the text. If conversation does not flow, then it will be my duty to force conversation through an assigned participation grade. I hate assigned participation grades. Please, for the love of what you consider sacred in this world, do not make me assign a participation grade.

5.       I encourage you to take control of your own education. Tests and writing assignments are your chances to demonstrate your knowledge. Be boastful. Show me your best. Impress me. Make me believe that I have nothing more to teach you. Bring the proverbial single tear to my eye as I read your ideas that, undoubtedly, are incomparable (hence the no-plagiarism rule ie. your work must be your own and, if it is not, then it must be properly cited etc, etc). Furthermore, below you will find the syllabus. If at all you feel you don’t understand something, I will encourage you to take the following course of action:

a.       Look at the syllabus

b.      Ask a friend or colleague

c.       Ask a tutor

d.      Ask me in person, email or personal message through Tumblr.

This course of action is more of a suggested order, but by no means do you have to perform one before the other.

WEEK ONE

June 11
- Introduction/Expectations/Rules
- Creating Blogs
- Engrade
-Reader Response Theory (Lady With her Maidservant Holding a Letter)
Homework: Write for 20 minutes about a favorite book and how you connected with that book.

June 12
- What makes a favorite book
- In-Depth Reader Response Theory
- Write about yourself for ten minutes
- Discussion on Favorite Book and Self
- Writing about Self (group ice breaker and introductions)
Homework: Read through The Tenth Remove of “Narrative of Captivity”

June 13
Activity: Welcome to the new World
- Break into two groups
- Have students create problems that the Native Americans are having and problems that the British are having
- Have them try to negotiate a land deal amidst these problems.
- Read “Upon the Burning of Our House”
- Where did the English begin and where are they now?
Homework: Study for vocab quiz/ Finish Narrative of Captivity (for Monday)

June 14

- Vocab Quiz
- Writers’ workshop: Introduce the Multi-Genre project. Work on your first genre.
Homework: Read from book club book/work on Multi-Genre/ Finish Narrative of Captivity

WEEK TWO

June 18:

- In groups:
                - Draw the image of the Native Americans described in the Narrative
                - Explain what a narrative is.
                - Write a poem using Rowlandson’s voice.
                - Have someone read the Poem or explain the image to the class (must work on either one)
Homework: read “Sinners in the Hands of an Angry God”

June 19:

- What is the importance of a speech? Why is “Sinners in the Hands…” an important speech?
- Write a speech with the same tone as “Sinners in the Hands of an Angry God” about something you are passionate about
- You will perform them tomorrow.
Homework: Finish speech/practice speech

June 20:

- Speeches (this can be a part of your Multi-Genre if you so choose)
Homework: read for 20 minutes (group book)

June 21:

- Multi-Genre: The Narrative
Homework: Finish the narrative

 

 

 

 

 

 

WEEK THREE

June 25

- The Narrative
- Considerations while reading:
                - Setting
                -POV
                - Dialogue
                - Tense
                - Characterization
                - Symbolism
                - Imagery
- In groups, look through past texts and discover the importance of these aspects.
Homework: Read “The Minister’s Black Veil”

June 26

- What part does The Unknown play in “The Minister’s Black veil”?
- Track the literary aspects of POV, setting, dialogue, etc, through “The Minsiter’s Black Veil”
- Why did Nathaniel Hawthorne write about the 17th century?
Homework: Research Spokane Indians and Postcolonial Theory. Write in Tumblr what you found.

June 27

-Pass out Part-Time Indian
-Sherman Alexie history
-Research Spokane Indians: http://www.wellpinit.wednet.edu/
-Research Postcolonial Theory: http://www.youtube.com/watch?v=d1_JBMrrYw8
-What does it mean to be Native American?
Homework: Read pages 1-53 in Part-Time Indian

June 28

- Writers’ workshop: The

Homework: Read pages 54-100

WEEK FOUR

July 2

- Write about what was read
- Mini-lesson on Post-Colonial theory: subalterns and the rationale for colonizing
- Read “Reservation Love Song” by Sherman Alexie
- Discussion: what language does to a story
- In-class writing: write a letter that explains Alexie’s syntax
-Homework: Read pages 101-149

July 3

- Tumblr: Write about a time when you felt that you didn’t fit in.
- Mini-Lesson: Unhomed
- Small groups: Create an unhomed situation: act it out in class.
Homework: Read “A Good Man is Hard to Find”

July 5
- Discussion: where are we now in terms of a nation?
                Talk in groups
-What are Flannery O’Connor’s ideas about religion?
-What are Sherman Alexie’s ideas about being Native American?
Homework: Make a Venn diagram of similarities and differences betweenthe literature of the 17th century and current literature.

July 6

Work on Multi-Genre (The comparative essay)
Explain a comparative essay
Homework: Write a thesis and opening paragraph

WEEK FIVE

July 9

- Peer edit thesis statement and opening paragraph
- Review of analytical writing, use of quotations and critical theories
- Continue writing
- Homework: Finish rough draft for peer editing tomorrow

July 10


- Come with rough draft of your Multi-Genre project to the beginning of class.
- Peer editing sheet (must be attached to final draft.
- Homework: have paper and cover letter done by tomorrow

July 11

Final project due
Presentations
Party

July 12

Academic Olympics and such